Generative Unit Assessment
Authenticity in Mathematics Classroom Assessment Practices
Bibliographic Data
| ID | 22044570 |
|---|---|
| Authors | P Janelle Mcfeetors (0000-0002-7962-1154, University of Alberta, corresponding author), Richelle Marynowski (0000-0003-4344-9337, University of Lethbridge), Alexandra Candler (Elk Island Public Schools, Sherwood Park, AB T8B 1N2, Canada) |
| Year | 2021 |
| Volume | 11 |
| Issue | 7 |
| Pages | 366 |
| Publication date | 2021-07-20 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci11070366 |
| OpenAlex | W3186678687 |
| Language | EN |
| References cited | 28 |
In our pursuit to broaden and deepen understandings of what it means to engage in an assessment activity, we explored the designing and implementing of a geometry performance task as an instantiation of authentic assessment to assess elementary school students’ mathematics learning. Using participatory action research, we incorporated a performance task as an end-of-unit assessment with grade 4/5 students. We found that the authenticity within what we are calling a generative unit assessment, is understood as a process that is dynamic in contrast to conventional unit tests. We established an innovative assessment practice that emerged from the student and teacher data and is illustrated through four features applicable to any content area. Through collaborative discussions and the ensuing creation of a generative unit assessment, we found spaces to authentically understand ontological growth and continual learning through assessment
Alternative assessment · Authentic assessment · Citizen journalism · Curriculum · Dynamic assessment · Generative grammar · Generative model · Mathematics education · Pedagogy · Computer Science · Engineering · Innovative Teaching and Learning Methods · Mathematics Education and Teaching Techniques · Psychology · Student Assessment and Feedback · Artificial Intelligence
The Action Research Planner
The purpose of mess in action research
A five-dimensional framework for authentic assessment
Becoming Critical
Participatory Action Research
Participatory Action Research
Performance Assessment Design Principles Gleaned from Constructivist Learning Theory (Part 1)
The Role of Assessment in a Learning Culture
Authentic Assessment for Student Learning
Mathematics Performance Assessment in the Classroom
Building Student Capacity for Mathematical Thinking and Reasoning
Using thematic analysis in psychology
Experience and Education
Sociocultural and Constructivist Theories of Learning
| Citation velocity | historical |
|---|---|
| Highly cited | No |